0833310187 1240 15270

Centre  Number

Student  Number

2013 H I G H E R S C H O O L C E R T I F I C AT E

E X A M I N AT I O N

Modern History

General Instructions

• Reading time – 5 minutes

• Working time – 3 hours

• Write using black or blue pen. Black pen is preferred

• A source booklet is provided at the back of this paper

• Write your Centre Number and Student Number at the top of this page and page 5

Total marks – 100

Section I Pages 2–6

25 marks

This section has two parts, Part A and Part B

• Allow about 45 minutes for this section

Part A – 15 marks

• Attempt Questions 1–7

Part B – 10 marks

• Attempt Question 8

Section II Pages 7–9

25 marks

• Attempt ONE question from Questions 9–17

• Allow about 45 minutes for this section

Section III Page 10

25 marks

• Attempt BOTH parts of Question 18

• Allow about 45 minutes for this section

Section IV Pages 11–13

25 marks

• Attempt ONE question from Questions 19–25

• Allow about 45 minutes for this section

     

     

     

     

       

       

     

     

 

Section  I  —  World  War I   1914–1919 25  marks Allow  about  45  minutes  for  this  section

Part  A  –  15  marks Attempt  Questions  1–7 Allow  about  25  minutes  for  this  part

For  multiple­choice  questions,  fill  in  the  response  oval  next  to  the  alternative  that  best  answers the  question.

For  other  questions,  answer  in  the  spaces  provided.  These  spaces  provide  guidance  for  the expected  length  of  response.

Refer  to  Source A to  answer  Questions 1–2.

1 Which  group  of  towns  was  captured  by  the  Germans  between  March  and  July 1918?

1

(A) Arras, Vimy and Amiens

(B) Ypres, Albert and Bapaume

(C) Compiègne, Meaux and Rheims

(D) Armentières, Péronne and Soissons

2 Read  statements  1  and  2,  then  select  the  correct  answer.

Statement  1. Ludendorff’s   Spring   Offensive   gained   more   ground   for   the Germans  than  the  counter­offensive  gained  for  the  Allies.

Statement  2. Verdun  did  not  fall  to  the  Germans  in  1918.

1

(A) Only Statement 1 is correct.

(B) Only Statement 2 is correct.

(C) Both statements are correct.

(D) Neither statement is correct.

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3 According  to   Source B,   what  were  TWO   reasons  for  the  creation  of   the Women’s  Land  Army?

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4 In  Source C,  von  Hindenburg’s  main  message  to  the  soldiers  is  that  Germany 1

(A) is outnumbered.

(B) must be strong and united.

(C) has made peace in the East.

(D) is fighting against ‘the coloured races’.

5 According  to  Source D,  what was  the  effect  of  the  use  of  U­boats  up  to July 1917?

1

(A) There was an increase in the tonnage sunk.

(B) There was an increase in the morale and productivity of the British.

(C) There was an increase in the morale and productivity of the Germans.

(D) There was an increase in the influence of the German General Staff on the Chancellor.

6 What  does  Source E reveal  about  the  effect  of  war  on  the  German  home  front? 1

(A) Hunger caused desperation.

(B) Germany had a bad harvest.

(C) Foreigners could only visit Berlin.

(D) Men were freezing in the trenches.

– 3 –

 

         

7 Use  Sources C and D and  your  own  knowledge  to  answer  the  following  question.

Outline  reasons  for  the  Allied  victory  and  German  collapse  in  1918.

8

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© Board of Studies NSW 2013

         

 

 

 

8329310040 1241 15270

2013 HIGHER   SCHOOL   CERTIFICATE   EXAMINATION

Modern  History

Section  I  (continued)

Part  B  –  10  marks Attempt  Question  8 Allow  about  20  minutes  for  this  part

Answer  the  question  in  the  space  provided.  This  space  provides  guidance  for  the  expected length  of  response.

Centre Number

Student Number

Question  8  (10  marks)

How   useful  would   Sources E and F be  for  a  historian  studying  the  impact  of  total  war  on civilians  in  Britain  and  Germany?

In  your  answer,  consider  the  perspectives  provided  by  the  TWO  sources  and  the  reliability  of each  one.

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Question 8 continues on page 6

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Question  8  (continued)

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End  of  Question  8

– 6 –

© Board of Studies NSW 2013

 

2013 HIGHER   SCHOOL   CERTIFICATE   EXAMINATION

Modern  History

Section  II  —  National  Studies

25  marks Attempt  ONE  question  from  Questions  9–17 Allow  about  45 minutes  for  this  section

Answer the question in a SEPARATE writing booklet. Extra writing booklets are available.

In your answer you will be assessed on how well you:

■ demonstrate historical knowledge and understanding relevant to the question

■ communicate ideas and information using historical terms and concepts appropriately

■ present a sustained, logical and cohesive response

Question  9  —  Option  A:  Australia  1945–1983 (25 marks)

(a) To   what   extent   was   the   Labor   Government  under  the  leadership  of  Whitlam responsible for its own dismissal in 1975?

25

OR

(b) To what extent was conformity the dominant feature of the Menzies era? 25

Question  10  —  Option  B:  China  1927–1949 (25 marks)

(a) Assess the impact of the Northern Expedition on the political stability of China during the Nationalist decade 1927 to 1937.

25

OR

(b) Assess the impact of Maoism on China up to 1949. 25

1242 – 7 –

 

In your answer you will be assessed on how well you:

■ demonstrate historical knowledge and understanding relevant to the question

■ communicate ideas and information using historical terms and concepts appropriately

■ present a sustained, logical and cohesive response

Question  11  —  Option  C:  Germany  1918–1939 (25 marks)

(a) To what  extent was  the  Great Depression  responsible  for  the  collapse  of  the Weimar Republic?

25

OR

(b) Assess the impact of the Nazi state on social and cultural life in Germany in the period 1933 to 1939.

25

Question  12  —  Option  D:  India  1919–1947 (25 marks)

(a) Account for the rise of communalism in India. 25

OR

(b) How significant for India were changes in the relationship between Britain and India in the 1930s?

25

Question  13  —  Option  E:  Indonesia  1959–1998 (25 marks)

(a) Assess the impact of the Pancasila on Indonesia. 25

OR

(b) To what extent did social, political and economic challenges bring about the end of the Suharto regime?

25

– 8 –

 

Question  14  —  Option  F:  Japan  1904–1937 (25 marks)

(a) What was the significance of the Russo­Japanese war on Japan as an emerging power?

25

OR

(b) Assess the impact of militarism on Japanese foreign policy to 1937. 25

Question  15  —  Option  G:  Russia  and  the  Soviet  Union  1917–1941 (25 marks)

(a) To what  extent was  the Treaty  of Brest­Litovsk  significant  for  the Bolshevik consolidation of power?

25

OR

(b) Account for the changes in Soviet society under Stalin to 1941. 25

Question  16  —  Option  H:  South  Africa  1960–1994 (25 marks)

(a) Assess the effect of resistance within South Africa on the policy of apartheid. 25

OR

(b) The  collapse  of  the  apartheid  regime  was  brought  about  by  international  factors.

To what extent is this statement accurate?

25

Question  17  —  Option  I:  USA  1919–1941 (25 marks)

(a) To what extent was racial conflict the dominant social tension in the USA in the period 1919 to 1941?

OR

25

(b) Government  intervention  came  to  the  rescue  of  American  capitalism.

To what  extent  is  this  statement  accurate  for  the USA  in  the  period  1919  to 1941?

25

– 9 –

 

             

 

Section  III  —  Personalities  in  the  Twentieth  Century

25  marks Attempt  BOTH  parts  of  Question 18 Allow  about  45 minutes  for  this  section

Answer  the  question  in  the  Section III  Writing  Booklet.  Extra  writing  booklets  are  available.

In  your  answer  you  will  be  assessed  on  how  well  you:

■ demonstrate  historical  knowledge  and  understanding  relevant  to  the  question

■ communicate  ideas  and  information  using  historical  terms  and  concepts  appropriately

■ present  a  sustained,  logical  and  cohesive  response

Answer  BOTH  parts  of  this  question  in  relation  to  ONE  of  the  twentieth­century  personalities listed  below.

Write   the   name   of   the   personality   you   have   studied   on   the   front   of   your   Section III Writing  Booklet.

Question 18 (25 marks)

(a) Describe  the  rise  to  prominence  of  the  personality  you  have  studied. 10

(b) Evaluate  the  significance  of  the  personality  you  have  studied  to  his/her  period  of national  and/or  international  history.

15

The personalities prescribed for study are listed below.

1 Yasser  Arafat

2 Joseph  Benedict  Chifley

3 Herbert  Evatt

4 Mikhail  Gorbachev

5 Emperor  Hirohito

6 Ho  Chi  Minh

7 Kita  Ikki

8 William  Randolph  Hearst

9 J  Edgar  Hoover

10 Mohammed  Ali  Jinnah

11 Alexandra  Kollontai

12 Douglas  MacArthur

13 Nelson  Mandela

14 Golda  Meir

15 Robert  Gordon  Menzies

16 Bernard  Law  Montgomery

17 Jawaharlal  Nehru

18 Ian  Paisley

19 Leni  Riefenstahl

20 Eleanor  Roosevelt

21 Albert  Speer

22 Achmad  Sukarno

23 Sun  Yixian  (Sun  Yat­sen)

24 Leon  Trotsky

25 Woodrow  Wilson

26 Isoruku  Yamamoto

27 Zhu  De  (Chu  Teh)

– 10 –

 

Section  IV  —  International  Studies  in  Peace  and  Conflict

25  marks Attempt  ONE  question  from  Questions  19–25 Allow  about  45 minutes  for  this  section

Answer  the  question  in  a  SEPARATE  writing  booklet.  Extra  writing  booklets  are  available.

In  your  answer  you  will  be  assessed  on  how  well  you:

■ demonstrate  historical  knowledge  and  understanding  relevant  to  the  question

■ communicate  ideas  and  information  using  historical  terms  and  concepts  appropriately

■ present  a  sustained,  logical  and  cohesive  response

Question  19  —  Option  A:  Anglo­Irish  Relations  1968–1998 (25 marks)

(a) Account  for  the  growth  of  conflict  in  Northern  Ireland  in  the  period  1968  to  1972. 25

OR

(b) How   successful   were   formal   attempts   at   peacemaking   in   the   period 1985  to  1997?

25

Question  20  —  Option  B:  Conflict  in  Europe  1935–1945 (25 marks)

(a) Without  the  Nazi­Soviet  Non­Aggression  Pact  there  would  have  been  no  war  in Europe.

To  what  extent  is  this  statement  accurate?

25

OR

(b) To  what  extent  did  the  aims  and  strategies  of  the  Axis  powers  shape  the  course of  the  European  War?

25

– 11 –

 

                   

               

                 

           

In your answer you will be assessed on how well you:

■ demonstrate historical knowledge and understanding relevant to the question

■ communicate ideas and information using historical terms and concepts appropriately

■ present a sustained, logical and cohesive response

Question  21  —  Option  C:  Conflict  in  Indochina  1954–1979 (25 marks)

(a) Assess  the  significance  of  the  Tet  Offensive  in  bringing  about  victory  for  the North  Vietnamese  in  the  Second  Indochina  War.

25

OR

(b) Account  for  the  rise  to  power  of  the  Khmer  Rouge  in  Cambodia. 25

Question  22  —  Option  D:  Conflict  in  the  Pacific  1937–1951 (25 marks)

(a) Japan  had  little  choice  but  to  bomb  Pearl  Harbour  if  it  wanted  to  achieve  its foreign  policy  aims  in  the  Pacific.

To  what  extent  is  this  statement  accurate?

25

OR

(b) Assess  the  impact  on  civilians  of  the  Japanese  occupation  in  South­East  Asia  in the  period  1941  to  1945.

25

Question  23  —  Option  E:  Arab–Israeli  Conflict  1948–1996 (25 marks)

(a) Assess  the  consequences  of  the  war  in  1948  for  both  Israel  and  the  Palestinians in  the  period  up  to  1967.

25

OR

(b) Account   for   the   creation   and   effectiveness   of   the   Palestine   Liberation Organisation  (PLO)  in  the  period  1964  to  1974.

25

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Question  24  —  Option  F:  The  Cold  War  1945–1991 (25 marks)

(a) Assess  the  influence  of  the  ideologies  of  communism  and  capitalism  on  the origins  and  development  of  the  Cold  War  to  1968.

25

OR

(b) To what extent were US attitudes and policies under Reagan responsible for the renewal and end of the Cold War?

25

Question  25  —  Option  G:  The  United  Nations  as  Peacekeeper  1946–2001 (25 marks)

(a) To what extent did the Cold War have an effect on UN activities? 25

OR

(b) The United Nations fulfilled its role effectively in the period from the end of the Cold War to 2001.

To what extent is this statement accurate?

25

End  of  paper

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© Board of Studies NSW 2013

  

   

2013 H I G H E R S C H O O L C E R T I F I C AT E

E X A M I N AT I O N

Modern History Source Booklet

Instructions

Detach  this  source  booklet

Source  A Page  2

Source  B Page  3

Source  C Page  3

Source  D Page  4

Source  E Page  4

Source  F Page  5

1243

  

  

  

   

 

  

  

  

  

 

 

 

 

BE

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IUM

BE

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IUM

EN

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AN

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FR

AN

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FR

AN

CE

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LU

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Vimy

Vimy

Arras

Arras

Rheims

Rheims

Com

piègne

Com

piègne

Meaux

Hazebrouck

Hazebrouck

Ypres

Ypres

Brussels

Brussels

Douai

Douai

Mons

Mons

Territory taken by Germany

in the Ludendorff Spring

Offensive March to July 1918

Territory

taken by

Germany

in the Ludendorff Spring

Offensive March

to July 1918

Arm

istice Line 11 Novem

ber 1918

Arm

istice Line

11 Novem

ber 1918

Allied front line 21 March 1918

Allied

front line 21

March

1918

National boundaries

National boundaries

Lille

Lille

Calais

Calais

Dunkirk

Dunkirk

Dover

Dover

Lys

Lys

Lys

Scheld

t

Scheld

t

MeuseM e u s e

Sam

bre

S a m

b r e

Mos

elle

Mos

elle

Paris

Paris

Cam

brai

Cam

brai

Amiens

Amiens

St Q

uentin

St Q

uentin

Verdun

Verdun

St M

ihiel

St M

ihiel

Mar

ne

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ne

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Oise

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me

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me

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Cha

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Arm

entières

Arm

entières

Albert

Albert

Bapaume

Bapaume Péronne

Péronne

Soissons

Soissons

 

Source  A

Map showing the Ludendorff Spring Offensive and Allied counter­offensives, 1918

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Source  B

Extract from: Defence  of  the  Realm

The sense of a Home Front grew more acute as World War One ground on. In February 1917, German U­boats sank 230 ships bringing food to Britain, and over half a million tons of shipping in March. This, with the need to release even more men from agriculture to serve at the front, led to the creation of the Women’s Land Army. Their task was to maximise the output from the land to feed the nation and counteract the effect of the U­boats.

Source  C

Paul von Hindenburg’s official address of 6 September 1918

SOLDIERS:

We are in the midst of a heavy battle with the foe. If numerical superiority alone were to guarantee victory, then Germany would long since have been crushed to the ground. The enemy knows, however, that Germany and her allies can never be vanquished by arms alone.

What are the facts? In the east we have forced peace, and in the west we are also strong enough to do the same despite the Americans. But we must be strong and united.

Why does the enemy incite the coloured races against the German soldiers? Because he wants to annihilate* us.

The enemy also endeavours to sow dissension** in our ranks by means of leaflets dropped from aeroplanes above our lines. Ten thousand of these are sometimes gathered up in a day. The enemy knows what strength resides in our State and Empire; hence he seeks by his leaflets and false rumours to arouse distrust among us.

There have always been some traitors to the Fatherland, a few deliberately false, others unintentionally so. Most of these now reside in neutral countries, having deserted us to escape sharing in our battles and privations***, and to escape being executed as traitors.

Be on your guard, German soldiers.

* annihilate totally  destroy ** sow dissension create  conflict *** privations hardships

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Source  D

Extract  from  website

The events of 1917 were decisive in ending the war, although their effects would not be fully felt until 1918. The British naval blockade of Germany began to have a serious impact on morale and productivity on the German home front. In response, in February 1917, the German General Staff was able to convince Chancellor Theobald von Bethmann­Hollweg to declare unrestricted submarine warfare, with the goal of starving the United Kingdom1

out of the war. Tonnage sunk rose above five hundred thousand tons per month from February until July, peaking at 860 000 tons in April. After July, the reintroduced convoy system was extremely effective in neutralising the U­boat threat, thanks to American experimentation. Britain was safe from the threat of starvation, and the German war industry remained deprived materially.

1Britain is part of the United Kingdom of Great Britain and Northern Ireland

Source  E

Extract from: To  end  all  Wars:  how  the  First  World  War  divided  Britain; Adam Hochschild 2011. 

The bad harvest of 1916 was followed by the long, cold winter of 1916–17, known forever after as the ‘turnip winter’. As the men froze and died in the trenches, eighty thousand children died of starvation. When a horse collapsed and died on a Berlin street in late 1916, a foreign visitor described the scene:

“Women rushed towards the cadaver* as if they had been poised for this moment, knives in their hands. Everyone was shouting, fighting for the best pieces. Blood splattered their faces and their clothes . . . when nothing more was left of the horse beyond a bare skeleton, the people vanished, carefully guarding their pieces of bloody meat against their chests.”

* cadaver dead body

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Source  F

Cartoon by G M Payne Published in Sunday  Pictorial, 23 December 1917

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© Board of Studies NSW 2013